Personal Learning Environments : looking back and looking forward
In this paper I look back at the emergence of the idea of Personal Learning Environments (PLEs) and consider why they have failed to be widely adapted. I say there was a failure to understand the role of technology in the growing commodification and managerialism in education. I point to the links b...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad de Murcia |
| Repositorio: | DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
| OAI Identifier: | oai:digitum.um.es:10201/126845 |
| Acceso en línea: | http://dx.doi.org/10.6018/red.526911 http://hdl.handle.net/10201/126845 |
| Access Level: | acceso abierto |
| Palabra clave: | Personal Learning Environments PLE Open Education MOOCs Agency in education Equity in education Entornos de aprendizaje personal Educación abierta Agencia en educación Equidad en educación CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre |
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Personal Learning Environments : looking back and looking forward Entornos personales de aprendizaje : mirando hacia atrás y mirando hacia adelante |
| title |
Personal Learning Environments : looking back and looking forward |
| spellingShingle |
Personal Learning Environments : looking back and looking forward Attwell, Graham Personal Learning Environments PLE Open Education MOOCs Agency in education Equity in education Entornos de aprendizaje personal Educación abierta Agencia en educación Equidad en educación CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre |
| title_short |
Personal Learning Environments : looking back and looking forward |
| title_full |
Personal Learning Environments : looking back and looking forward |
| title_fullStr |
Personal Learning Environments : looking back and looking forward |
| title_full_unstemmed |
Personal Learning Environments : looking back and looking forward |
| title_sort |
Personal Learning Environments : looking back and looking forward |
| dc.creator.none.fl_str_mv |
Attwell, Graham |
| author |
Attwell, Graham |
| author_facet |
Attwell, Graham |
| author_role |
author |
| dc.subject.none.fl_str_mv |
Personal Learning Environments PLE Open Education MOOCs Agency in education Equity in education Entornos de aprendizaje personal Educación abierta Agencia en educación Equidad en educación CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre |
| topic |
Personal Learning Environments PLE Open Education MOOCs Agency in education Equity in education Entornos de aprendizaje personal Educación abierta Agencia en educación Equidad en educación CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre |
| description |
In this paper I look back at the emergence of the idea of Personal Learning Environments (PLEs) and consider why they have failed to be widely adapted. I say there was a failure to understand the role of technology in the growing commodification and managerialism in education. I point to the links between MOOCs, Open Educational Resources and Open Education and PLEs and to a contradiction between commodification and managerialism, with increasingly standardized curricula and credentials and the flourishing of opportunities for learning especially for adults. I say progress in researching, developing, and implementing PLEs has to be viewed within the context of the wider development of educational technology and of the education and training system as a whole. Indeed, even this may be too narrow a perspective: one ambition for PLEs has been to support learning outside the formal education system and outside the classroom. I look at the growing use of Learning Analytics and Artificial Intelligence in education and consider how this might support PLEs. Finally, I refer to Neil Selwyn’s idea of ‘Ed-Tech Within Limits’ which would foreground the need to plan future education technology use with a primary aim of “coping with finiteness” and “seek to re-establish technology use in education as a shared and communal activity” as a response to the climate crisis. I suggest this could provide a point of reference for us to rethink Personal Learning Environments encompassing the ideas of equity and encompassing both radical pedagogies and the perspectives of previously marginalized interests and non-powerful groups. |
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2023 |
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2023 2023 2023 |
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info:eu-repo/semantics/article |
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article |
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http://dx.doi.org/10.6018/red.526911 http://hdl.handle.net/10201/126845 |
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http://dx.doi.org/10.6018/red.526911 http://hdl.handle.net/10201/126845 |
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Inglés |
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Inglés |
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Sin financiación externa a la Universidad |
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info:eu-repo/semantics/openAccess Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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application/pdf 12 application/pdf |
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Universidad de Murcia, Servicio de Publicaciones |
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Universidad de Murcia, Servicio de Publicaciones |
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reponame:DIGITUM. Depósito Digital Institucional de la Universidad de Murcia instname:Universidad de Murcia |
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Universidad de Murcia |
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DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
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Personal Learning Environments : looking back and looking forwardEntornos personales de aprendizaje : mirando hacia atrás y mirando hacia adelanteAttwell, GrahamPersonal Learning EnvironmentsPLEOpen EducationMOOCsAgency in educationEquity in educationEntornos de aprendizaje personalEducación abiertaAgencia en educaciónEquidad en educaciónCDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libreIn this paper I look back at the emergence of the idea of Personal Learning Environments (PLEs) and consider why they have failed to be widely adapted. I say there was a failure to understand the role of technology in the growing commodification and managerialism in education. I point to the links between MOOCs, Open Educational Resources and Open Education and PLEs and to a contradiction between commodification and managerialism, with increasingly standardized curricula and credentials and the flourishing of opportunities for learning especially for adults. I say progress in researching, developing, and implementing PLEs has to be viewed within the context of the wider development of educational technology and of the education and training system as a whole. Indeed, even this may be too narrow a perspective: one ambition for PLEs has been to support learning outside the formal education system and outside the classroom. I look at the growing use of Learning Analytics and Artificial Intelligence in education and consider how this might support PLEs. Finally, I refer to Neil Selwyn’s idea of ‘Ed-Tech Within Limits’ which would foreground the need to plan future education technology use with a primary aim of “coping with finiteness” and “seek to re-establish technology use in education as a shared and communal activity” as a response to the climate crisis. I suggest this could provide a point of reference for us to rethink Personal Learning Environments encompassing the ideas of equity and encompassing both radical pedagogies and the perspectives of previously marginalized interests and non-powerful groups.En este artículo, miro hacia atrás en la aparición de la idea de los entornos de aprendizaje personal (PLE) y considero por qué no han podido ser ampliamente adaptados. Digo que no hubo un fracaso para comprender el papel de la tecnología en la creciente mercantilización y gestión en la educación. Señalo los vínculos entre MOOC, recursos educativos abiertos y educación abierta y ples y una contradicción entre la mercantilización y el gerencialismo, con planes de estudio y credenciales cada vez más estandarizados y el florecimiento de oportunidades de aprendizaje, especialmente para los adultos. Digo que el progreso en la investigación, el desarrollo e implementación de PLEs debe verse en el contexto del desarrollo más amplio de la tecnología educativa y del sistema de educación y capacitación en su conjunto. De hecho, incluso esto puede ser una perspectiva demasiado estrecha: una ambición para PLEs ha sido apoyar el aprendizaje fuera del sistema educativo formal y fuera del aula. Observo el uso creciente del análisis de aprendizaje y la inteligencia artificial en la educación y considero cómo esto podría apoyar a PLEs. Finalmente, me refiero a la idea de Neil Selwyn de 'ED-Tech dentro de los límites' que en primer plano la necesidad de planificar el uso de tecnología educativa futura con un objetivo principal de "hacer frente a la finura" y "buscar restablecer el uso de la tecnología en la educación como una actividad compartida y comunitaria” como respuesta a la crisis climática. Sugiero que esto podría proporcionar un punto de referencia para repensar entornos de aprendizaje personal que abarca las ideas de equidad y que abarca tanto las pedagogías radicales como las perspectivas de los intereses previamente marginados y los grupos no potentes.Universidad de Murcia, Servicio de Publicaciones202320232023info:eu-repo/semantics/articleapplication/pdf12application/pdfhttp://dx.doi.org/10.6018/red.526911http://hdl.handle.net/10201/126845reponame:DIGITUM. Depósito Digital Institucional de la Universidad de Murciainstname:Universidad de MurciaInglésSin financiación externa a la Universidadinfo:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/oai:digitum.um.es:10201/1268452026-05-27T12:40:41Z |
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15,301603 |